高一英语women of achievement教案3

第一篇：高一英语women of achievement教案3

Unit 1 Women of achievement Period 1 Reading Step 1.Warming up Discuss: 1．Do you think women are as important and equal as men? Give some examples to explain the

situation.2．Who do you admire most of all the great and successful women in the world? Why? 学习资料卡： 单元相关词语：

Titles or positions for women: Woman/female scientist, woman/female worker, nurse, women/female doctor, girl student, actress, queen, heroine, hostess, waitress, saleswoman, headmistress Characters or personalities for women: Honest, hard-working, energetic, shy, determined, intelligent, unselfish, modest, kind, considerate, quiet, lively, friendly, helpful, brave, gentle… Step 2.Reading Task 1: Ss discuss and answer the following questions: 1．What is the passage mainly about? 2．When did Jane Goodall arrive in Gombe and how old was she? 3．What was the purpose of her study of the chimps? Task 2: Ss read and finish Ex 2 on page 3 Task 3: Ss read and make choices: 1．Where did Jane Goodall suggest the chimps be left? A.In the wild

B.In the zoo

C.In cages

D.In Africa 2．The chimps show love in their family by _____ each other.A.touching

B.feeding

C.feeding or cleaning

D.feeding or touching 3．Which of the following is true according to the text? A.Jane Goodall is the first person to understand chimps’ behaviour fully.B.Nobody had studied the chimps before Goodall.C.Goodall’s duty is to watch chimps wake up in the morning.D.Goodall has been helping the world to understand and respect great women.4．What can we infer from the text? A.Jane Goodall’s mother lived with her?

B.Jane Goodall loves animals and tries to protect them.C.Jane Goodall looks down upon men.D.Jane Goodall didn’t like to work with other women of her Step 4.After-reading

Task 4: Ss in groups and discuss: 1．What have you learned from the text?

2．Is it easier or more difficult for a woman to be successful? Why?

第二篇：高一英语必修3 Unit 4教案

高一英语必修3 Unit 4教案

Unit4

Astronomy：thescienceofthestars

I教学内容分析

本单元的中心话题是“天文学”。本单元的两篇都采用了叙述性文体。第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。

warmingUp部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。

Pre-reading部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。

Reading部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。科学家认为，地球上的生命最初诞生于水中。数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，再之后诞生了哺乳动物，人类也随之诞生了。最后讲述的现象发人深省：Theearthmaybecometoohotforthelivesonit.它关系到地球上生命的未来。

comprehending部分通过五个练习题检测学生对本文核心内容的理解。练习1是对结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出中出现的连接词，检查学生对中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。

LearningaboutLanguage有词汇和语法两部分。第一部分练习让学生学着去应用课文中出现的词语。第二部分是针对主语从句的练习，其中第一题要求学生从课文中找出三个或更多的主语从句；第二个练习以把主语从句改写成简单句的形式让学生能对此语法有深层的了解。第三个练习则以完成句子的方式要求学生更进一步的运用复合句，此部分是对表语从句进行练习。

UsingLanguage包括“听力”、“阅读”、“说和写”三大块。这三部分的话题都是有关科学的。听力部分主要是介绍三位伟大的科学家。阅读部分讲了一个科幻故事。说和写的中心话题是登月旅行中必需的工具和可能遇到的问题。该部分的设计由浅入深，层层递进，既练习了听力又丰富了知识，还能够锻炼同学们的想象力，拓展学生各方面能力。

SummingUp指导学生归纳和总结在本单元学到的知识——有用词汇、惯用表达和语法结构。

II．教学重点和难点

．

教学重点

（1）本单元的生词、短语和句型结构；

（2）掌握主语从句并把它和表语从句进行区别；

（3）学会运用科学知识并能结合自己的想象力去解决现实中的问题。

2．教学难点

（1）通过学习相应的科学知识培养学生的创造性思维能力；

（2）学生应能够理解主语从句的用法和作用并能做到学以致用，举一反三。

III．教学计划

本单元建议分为六课时：

第一课时：warmingUp,Talking&Listening（workbook）

第二课时：Pre-reading,Reading&comprehension

第三课时：LearningaboutLanguage

第四课时：UsingLanguage

第五课时：Readingtask&Speakingtask

第六课时：Listeningtask&writingtask

IV.教学步骤：

新课标第一网xk

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Period1

warmingUp,Listening（workbook）&Talking

TeachingGoals:

.ToarouseSs

’interestintheknowledgeofastronomyandscience。.2.TodevelopSs’abilityinlisteningandspeaking.TeachingProcedures:

Step1.Leading-in

GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.（1.）whoisthefirstmaninspace，doyouknow？

（2.）whichspaceshipdidyangLiweitaketospace？

（3.）Doyouwanttogotospaceifyouaregivenachance?

Step2.warmingUp

Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.Howmanysubjectsarewestudyingnow?

（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?

Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?

Step3.Talking

.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.makenotesofsomevaluableinformationandmakeaconclusionatlast.whatnecessaryinstructionsshouldnewspacetravelersmake?

canyoumakealistofthem?

2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeyangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,whatthingsshouldyoupayattentionto?”

3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.conclusion:

Beforemakingatripintospace,we

’dbettermakefullpreparations,suchas:collectingasmuchinformationaboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.Step3.Listening

Purpose:TodevelopSs’listeningability.Togainsomeexperienceoftravelinginspace

.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.Period2

Pre-reading,Reading&comprehending

TeachingGoals:

.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.2.ToenableSstoconcernaboutthefutureoflifeontheearth.Step1.Pre-reading

Purpose:ToarouseSs

’interestinlearningaboutsomerelativeinformationabouttheuniverse..ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.Theearth’satmosphere

Forreference:

Someideasaboutthebeginningoftheuniverse:

●PanGuturnsintoamyriadofthings

盘古化生万物

●PanGuseparatestheskyfromtheearth

盘古开天地

●Nuwamakesmen女娲造人

conclusionandLeading-in:

Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwe’dbettercometothetext.Step2.Fastreading

Purpose:Togetthegistofthepassage.Tocorrectlyunderstandsomeinformationgiveninthetext..AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.SuggestedAnswer:

Themainideaofthetextisthetitle

—Howlifebeganontheearth.2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.Step3.Intensivereading

Purpose:togetthestudentstolearnthedetailsofthetext.Answerthequestions:

whendidthe“BigBang”happen?

whatformwastheearththe“BigBang”?

whatmadeuptheearth

’satmosphereaftertheearthexploded?

Howdidwatercomeintobeingontheearth?

whatwasimportanttothedevelopmentoffish?

whatmadepossibletheriseofmammalsontheearth?

whyaremammalsdifferentfromalllifeformsinthepast?

（2）Fillinthechartabouttheorderofdevelopmentoflife.SuggestedAnswers:

①Smallplantsinwater

②Shellfishandallsortsoffish

③Greenplantsonland

④Insects

⑤Amphibians

⑥forests

⑦reptiles

⑧dinosaurs

⑨mammals

⑩humanbeings

Period3LearningaboutLanguage

TeachingGoals:

.TogetSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject

TeachingProcedures:

Step1.consolidation

Purpose:Toconsolidatethewordsandphrasesinthetext..AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.2.AskSstokeepthewordstheyfilledinEx1inheart.3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.Step2.Grammar

Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises..DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.2.Afterthepresentation,explainthegrammarpointforSs.3.LetSscompleteEx2onpage29afterlearningthegrammar.Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.主语从句的语序

主语从句要求使用陈述句语序，而非一般疑问句语序。如：

whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.使我感到惊讶的是这个小女孩的小提琴拉得太好了。

Howhewassuccessfulisstillapuzzle.他是如何成功的仍然是个谜。

连接词的选用

①that和what的选用

that和what都可引导主语从句。what除起连接作用外，还在名词性从句中充当某些成分可作从句的主语、宾语或表语。而that在名词性从句中不充当任何成分，无词义，只起连接词作用。如：

whathewantsisabook.他想要的是一本书。

Thatlighttravelsinstraightlinesisknowntoall.众所周知，光线沿直线运行。

②if和whether的选用

引导主语从句，不能用if，只能用whether。如：

whetherwewillholdapartyintheopenairtomorrowdependsontheweather.我们明天是否在户外开晚会要看天气而定。

③其它连接代词和副词的选用

根据主语从句的具体意义，正确的选择who,which,when,where,why,how等连接词，这些连接词既有疑问含义，又起连接作用，同时在从句中充当各种成分。如：

whenweshallholdoursportsmeetisnotdecided.我们何时举行运动会还没有决定。

whobroketheglassyesterdayisnotclear.还不清楚昨天谁打破了玻璃。

whichcaryouwillchoosetobuymakesnodifference.你决定买哪一辆车都不会有任何区别。

④whatever/whoever的功用

whatever,whoever在主语从句中不含疑问意义。它引导主语从句，并在从句中作主语、宾语、表语等。whatever=anythingthat;whoever=anyonewho。要注意和whatever,whoever引导的让步状语从句的区别。如：

whoeverbreaksthelawshouldbepunished.（主语从句）（＝Anyonewhobreaksthelawshouldbepunished.）

whoeverbreaksthelaw,heshouldbepunished.（让步状语从

句）

（＝Nomatterwhobreaksthelaw,heshouldbepunished.）

it构成的主语从句

①由连词that引导的主语从句，在大多数情况下会放到句子的后面，而用代词it作形式主语。如：

Itiswell-knownthattheearthmovesaroundthesun.众所周知，地球围绕太阳转。

需要注意的是，it作形式主语代替主语从句时，要注意和as引导的定语从句的区别。试比较：

ItwasreportedthattheUSwasundertheterroristattack.（主语从句，有that，无逗号）

Aswasreported,theUSwasundertheterroristattack.（定语从句，无that，有逗号）

上两句意为“据报道，美国遭到恐怖分子的袭击”。

②常见用it作形式主语的复合句结构

◆

Itisafact（agoodidea/apity/ashame/nowonder/goodnews…）that…如：

It’sapitythatyoumissedthefilm.你没有看那部电影真是太遗憾了。

◆

Itisnecessary（clear/true/strange/important/wonderful/possible/likely…）that…

需要注意的是，这类主语从句中，谓语动词很多为“（should）＋动词原形”，即要用虚拟语气。如：

Itisnecessarythatyou（should）masterthecomputer.你很有必要掌握电脑。

ItisimportantthatastudentlearnEnglishwell.学生学好英语很重要。

It’sclearthattheybadlyneedhelp.很明显，他们急需援助。

Itislikelythatahurricanewillarrivesoon.飓风很可能马上就要到达了。

◆

Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed…）that…如：

Itissaidthathewaskilledintheearthquake.据说他在地震中丧生了。◆Itseems

（happened/appears/doesn

’tmatter/makesnodifference/…）that…如：

Itseemsthattheywillwinthegame.看起来他们好像会赢得这场比赛。

Itmakesnodifferencewhetherhewillattendthemeetingornot.他是否会参加会议都无关紧要

主语从句不可位于句首的五种情况：

①if引导的主语从句不可居于复合句句首。

②Itissaid/reported…结构中的主语从句不可提前。例如：

ItissaidthatPresidentjiangwillvisitourschoolnextweek.√

ThatPresidentjiangwillvisitourschoolnextweekissaid.×

③Ithappens/occurs…结构中的主语从句不可提前。例如：

Itoccurredtohimthathefailedintheexamination.√

Thathefailedintheexaminationoccurredtohim.×

④Itdoesn’tmatterhow/whether…结构中的主语从句不可提前。例如：

Itdoesn’tmatterwhetherheiswrongornot.√

whetherheiswrongornotdoesn’tmatter.×

⑤含主语从句的复合句是疑问句时，主语从句不可提前。例如：

Isitlikelythatitwillrainintheevening?√

Isthatwillrainintheeveninglikely?×

3.Practice

Purpose:togetthestudentstohavetheknowledgeofthegrammarthroughexercise.AskSstofindwhichofthefollowingsentencesaresubjectclauses.whathewantsisabook.Itissonicethatwecanlearnthisgrammarpointtogether.I’msogladthatIcanmakefriendswithyou.Thisiswhyhedidit.DoyouagreetothesuggestionthatwehaveatripinTibet?

Thathewantsabookiscertain.Isuggestedjustnowwetakepartinthiscompetition.whetheryoulikehimornotdoesn’tmattertoomuch.Hedoesn’tknowwhetheryoucansingitwell.Theproblemiswhetheryoucansingitwell.Theproblemwhetheritisrightorwronghasnotbeendecided.Pleasetellmewhoyourmonitoris.SuggestedAnswers:

主语从句是:①②⑥⑧,宾语从句为:③⑦⑨,而④⑩为表语从句，⑤为同位语从句。

AskSstochoosethebestanswerstothefollowingsentences.①________makesmistakesmustcorrectthem.A.what B.That c.whoever D.whatever

②Itworriedherabit____herhairwasturninggrey.A.while B.that c.if D.for

③whenandwhyhecamehere________yet.A.isnotknown B.arenotknown

c.hasnotknown D.havenotbeenknown

④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinso

well.A.That...what

B.what...that

c.That...which D.what...which

Thesubjectof“whatisinterestingisthatIdonotevenknowhim.”is_______.A.what

B.interesting

c.whatisinteresting

D.I

whatapity_____is_____youdidn’tarrivebydaylight.A.there,because

B.it,that

c.he,when

D.that,for

⑦

isafactthatEnglishisbeingacceptedasaninternationallanguage.A.There

B.This

c.That

D.It

Itisimportantthat______oureducationinallavailableways.A.wemustdevelop

B.weshalldevelopc.wewoulddevelop

D.weshoulddevelop

Itisnecessarythat______bytheendoftheweek.A.wegoteverythingready

B.wehavegoteverythingready

c.wegeteverythingready

D.wemustgeteverythingready

Itwasnaturalthat_______.A.mypictureswouldsurprisethem

B.mypicturessurprisedthem

c.mypicturesshouldsurprisethem

D.mypictureswouldhavesurprisedthem

1.__________wecan

’tgetseemsbetterthan_______wehave.A.what;what

B.what;that

c.That;that

D.That;what

2.___________we

’llgocampingtomorrowdependsontheweather.A.If

B.whether

c.That

D.where

3.Itworriedherabit________herhairwasturninggrey.A.while

B.that

c.if

D.for

4.—IdrovetoZhuhaifortheairshowlastweek.—Isthat______youhadafewdaysoff.A.why

B.when

c.what

D.where

5.Itwasamatterof_______wouldtaketheposition.A.who

B.whoever

c.whom

D.whomever

6.Itisgenerallyconsideredunwisetogiveachild________heorshewants.A.however

B.whatever

c.whichever

D.whenever

7.________youdon’tlikehimisnoneofmybusiness.A.what

B.who

c.That

D.whether

8.youcan

’timagine________whentheyreceivedthesenicechristmaspresents.A.howtheywereexcited

B.howexcitedtheywere

c.howexcitedwerethey

D.theywerehowexcited

9.Thereisnodoubt________.A.thatmr.Hansenisingoodhealth

B.whetherismr.Hansenhealthy

c.ifmr.Hansen'shealthwasreturning

D.whethermr.Hanseninhealth

SuggestedAnswers:

①～⑤cBABc

⑥～⑩BDDcc

1～15ABBAA

6～19BcBA

Step3.Homework

.AskSstoreviewthenewwordsandphrases.2.AskSstolearntherulesofnounclausesasthesubjectbyheart.Period4UsingLanguage

TeachingGoals:

.ToimproveSs’listeningability.2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.TeachingProcedures:

Step1.Listening

Purpose:TohelpSsimprovethelisteningability..Pre-listening

AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.①

Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?

②

canyousaysomethingaboutthem?

AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.2.Listening

AskSstolistentothetapeandfinishEx1onP30.PlaythetapeagainandaskSstochecktheanswersinpairs.AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.Step2.Reading Purpose:TogetSstoknowabouthumanbeing

’sfeelingsofvisitingthemoon..Fastreading

AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.Thepassageismainlyabout____?

A.introductionofthemoon

B.thegravitythatIfeltonmywaytothemoon

c.myvisittothemoon

D.myfriendyanping,anastronomer

SuggestedAnswer:

c.2.Intensivereading

AskSstoreadthetextcarefullyandfinishthefollowingexercises.Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.A.2

B.3

c.4

D.5

whendidtheauthorfeelstrongestofthegravityoftheearth?

A.onthemoon.B.onthehalfwaytothemoon.c.Attheverybeginning

D.ontheirleavingfromthemoon whatcausesthewritertofeelthathebecomesweightlessonthemoon?

A.Spaceship

B.Gravity

c.Hisfriend

D.HisGoodfeelingsofthemoon

Fromthetextwecanknowifamangrowsuponthemoon,_____.A.hewillgrowtallerthanontheearth

B.hewillgrowshorterthanontheearth

c.hewillbecomefatter

D.hewillbecomeweightless

SuggestedAnswers:

B

c

B

A

Step3.Speakingandwriting

Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.TopracticethewritingabilityofSs.1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiyanpingandhowhisweightchanged..3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.Step4.consolidation

.AskSstofinishEx2andEx3onP63

～P64andletthemchecktheanswerstogether.2.AskSstofinishthefollowingexercises.Fillintheblankswithproperwordsaccordingtothegiveninformation.①Thescientificstudyofthestarsiscalleda______________.②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.③

Thepatient

’shealthisg___________improvingwiththehelpofthedoctor.④Themixtureofgasesthatsurroundtheearthiscalleda_____________.⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________withlaughter.⑦Theforest__________asfarastheriverbank.⑧Thewifewasmuch____________atherhusband’sabsence.⑨marxwas_________toleavehismotherlandforpoliticalreasons.⑩Thereismuchdust__________intheair.SuggestedAnswers:①astronomy

②harm

③gradually

④atmosphere

⑤violent⑥exploded

⑦spreads

⑧disappointed

⑨forced

⑩floating

Finishthefollowingsentencesaccordingtothechinese.①______________________________________isthatIhaven'theardfromhimrecently.②Donotreadbooksinthepoorlightasitis_____________________.③_____________________,wearegettingbetterwitheachother.④_____________________________________________hasagreatandactiveeffectonmylife.⑤Pleasetrytocomebackearly_______________________________.SuggestedAnswers:

①whatmakesmeupset/annoyed

②harmfultoyoureyes

③Astimegoesby

④ThatonceIworkedinafactoryfortenyears

⑤nowthateverythinghasbeenarranged

choosethebestanswertothefollowingsentences.①TheAmericansareeating_____vegetablestodayastheydidbefore.A.morethantwice

B.morethantwiceasmany

c.twiceoverasmany

D.overtwiceasmuch

②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..A.breakup

B.breakout

cbreakdown

D.breakin

③—willyougooutforshoppingthisSunday?

—well,___________.A.Iwouldliketogo.B.italldepends

c.Ihavealotofworktodo

D.certainlynot

④Beyond_____starstheastronautsawnothingbut_____space.A.the;/

B./;the

c./;/

D.the;the

⑤_____youhavegotachance,youmightaswellmakeuseofit.A.After

B.Although

c.Assoonas

D.Nowthat

SuggestedAnswers:①B

②c

③B

④A

⑤D

Step5.Homework

.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.2.AskSstopreviewthenextperiod.Period5&6Readingtask，Speakingtask,Listeningtask&writingtask

TeachingGoals:

.ToenlargeSs’visionofspacetravel

2.ToletSsgetmoreknowledgeaboutscienceandtechnology.3.ToimproveSs’abilityinlisteningandwriting.4.ToletSsknowmoreaboutspacetravel.TeachingProcedures:

Step1.Readingtask

.Fastreading

AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion

whatisthetextmainlyabout?

SuggestedAnswers:

Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.2.Intensivereading “ AskSstoreadthetextcarefullyandexplainwhatthe

blackhole

”isaccordingtothetext.Thenhavethemwriteitdown.AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.SuggestedAnswers:

Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“

blackhole

”

bytheenergyinthe“blackhole”.otheroldideasareright.AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.Step2.Speakingtask

.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiyanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.Possiblequestions:



canwesee“blackholes”withoureyes?



Ifyoucan'tseea“blackhole”,howdidyouknowyouhadgotclosetoit?

 Haveourscientistsfoundoutwhether“blackholes”willdoharmtothehumanbeingsornot?



whatwillhappenedifwegetclosetoa“blackhole”?

 whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?



whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?

Possibleanswers:



No,wecan't.

youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecan'tbeseen.

Sofarwehaven'tfoundouttheycancausedamagetotheearthorhumanbeings.

Allobjectsmustgointothe“blackhole”whentheyarecaughtbyitsgravity.

Themostunexpectedthingisthatthe“blackholes”threwoutmaterialaswellasswallowingobjects.

Themostfrighteningexperience:whenthegravityofthe“blackhole”waspullingusslowlyintoits“mouth”,andthenthespaceshipmovedaroundtheholeandbegantogofasterandfasterintoit;IwasterrifiedbecauseIthoughtwewouldbeswallowedbythe“hole”.2.AskSstoreadthethreequestionsofSpeakingtaskonP67anddiscussallthesixquestions.3.AskSstoworkinpairsandmakeaninterview.onestudentasksthequestionsandtheotheranswers.Thenchangeroles.Theycanbeginthedialoguelikethis.S1:Goodmorning,mrLi.S2:Goodmorning.S1:Sinceyoulikethisjob,wouldyoumindmeansweringsomequestions?

S2:ofcoursenot.justgoahead.S1:whatwasthemostunexpectedthingyoufoundoutabout“Blackholes”?

4.choosesomepairstopresenttheirinterviewsbeforetheclass.Step3.Listeningtask

.Pre-reading

AskSstodiscussthefollowingquestions.Ifyouareareporter,howwillyouinterviewafamousastronomer?

whatkindofquestionswillyouaskhim?

Doyouwanttoexperiencetheastronaut'slifeinspace?

2.Listening

AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.Step4.writingtask

.AskSstodiscussthefollowingquestions.Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?

whatwillseeduringyourspacetravel?

Ifpossible,doyouwanttoapproachthe“blackhole”?

Howwillyoufeelinspace?

2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.3.AsksomeSstopresenttheirwritingstotheclass.Step5.Homework

.AskSstowritedowntheirinterviewsontheirnotebook..2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.AskSstoreviewthisunitandpreviewthenextunit.

第三篇：2012高一生物教案：3

第二节 基因的自由组合规律

一、教学目标

(1)孟德尔两对相对性状的杂交试验(2)两对相对性状与两对等位基因的关系

(3)两对相对性状的遗传实验，F2中的性状分离比例(4)基因的自由组合定律及其在实践中的应用

二、重难点、重点： 1.重点：

(1)对自由组合现象的解释。(2)基因的自由组合定律的实质。(3)孟德尔获得成功的原因 2.难点：

对自由组合现象的解释。

三、板书设计：

(一)两对相对性状的遗传试验(二)对自由组合现象的解释(三)对自由组合现象解释的验证(四)基因自由组合定律的实质

四、教学过程：

导言：孟德尔发现并总结出基因的分离定律，只研究了一对等位基因控制的一对相对性状的遗传。但任何生物都不是只有一种性状，而是具有许多种性状，如豌豆在茎的高度上有高茎和矮茎；在种子的颜色上有黄色和绿色；在种子的形状上有圆粒和皱粒；在花的颜色上有红色和白色等等。那么，当两对或两对以上的相对性状同时考虑时，它们又遵循怎样的遗传规律呢?孟德尔通过豌豆的两对相对性状杂交试验，总结出了基因的自由组合定律。(一)两对相对性状的遗传试验 学生活动:阅读并分析教材。教师列出如下讨论题纲:(1)孟德尔以豌豆的哪两对相对性状进行实验的?(2)Fl代的表现型是什么?说明了什么问题?(3)F2代的表现型是什么?比值是多少?为什么出现了两种新的性状?(4)分析每对性状的遗传是否遵循基因的分离定律? 学生展开热烈的讨论并自由回答，教师不忙于评判谁对谁错，出示挂图“黄色圆粒豌豆和绿色皱粒豌豆的杂交试验”，对实验过程和结果进行指导分析:(1)相对性状指同一生物同一性状的不同表现类型，不能把黄与圆、绿与皱看作相对性状。(2)Fl代全为黄色圆粒，说明黄色对绿色为显性，圆粒对皱粒为显性。

(3)F2代有四种表现型:黄色圆粒、黄色皱粒、绿色圆粒、绿色皱粒，前后代比较发现，出现了亲代不曾有的新性状--黄色皱粒和绿色圆粒，这又恰恰是两亲本不同性状的重新组合类型。这四种表现型比为9∶3∶3∶l，恰是(3∶1)2的展开，表明不同性状的组合是自由的、随机的。那么，孟德尔是如何解释这一现象的呢?(二)对自由组合现象的解释

学生活动:阅读并分析教材。教师列出如下讨论题纲:(1)孟德尔研究控制两对相对性状的基因是位于一对还是两对同源染色体上?(2)孟德尔假设黄色圆粒和绿色皱粒两纯种亲本的基因型是什么?推出Fl代的基因型是什么?(3)F1代在产生配子时，两对等位基因如何分配到配子中?产生几种配子类型?(4)F2代的基因型和表现型各是什么?数量比为多少? 学生讨论、总结归纳并争先恐后回答，教师给予肯定并鼓励。教师强调:(1)黄色圆粒和绿色皱粒这两对相对性状是由两对等位基因控制的，这两对等位基因分别位于两对不同的同源染色体上，其中用Y表示黄色，y表示绿色；R表示圆粒，r表示皱粒。因此，两亲本的基因型分别为：YYRR和yyrr。板图显示: 它们的配子分别是YR和yr，所以Fl的基因型为YyRr，Y对y显性，R对r显性，所以Fl代全部为黄色圆粒。

(2)F1代产生配子时，Y与y、R与r要分离，孟德尔认为与此同时，不同对的基因之间可以自由组合，也就是Y可以与R或r组合，y也可以与R或r组合。

教师使用多媒体课件，让学生在动态中理解等位基因的分离和不同对基因之间的组合是彼此独立的、互不干扰的。所以F1产生的雌雄配子各有四种,即YR、Yr、yR、yr，并且它们之间的数量比接近于l∶1∶1∶l。

(3)受精作用时，由于雌雄配子的结合是随机的。因此，结合方式有16种，其中基因型有9种，表现型有4种。

学生活动:自己推演黄色圆粒豌豆和绿色皱粒豌豆的杂交试验分析图解，并归纳总结F2代的基因型和表现型的规律，由一学生上黑板完成，结果如下左图:

师生对F2代进行归纳，得出这样的三角规律来。a.四种表现型出现在各三角形中，如上右图: 黄色圆粒(Y—1)出现于最大的三角形的三角和三边上(YYRR、YYRr、YyRR、YyRr)； 黄色皱粒(Y—rr)出现于次大三角形的三个角上(YYrr、Yyrr)； 绿色圆粒(yyR_)出现于第三大三角形的三个角上(yyRR、yyRr)； 绿色皱粒(yyrr)出现于小三角形内(yyrr)。

b.基因型:九种基因型中的纯合体(YYRR、YYrr、yyRR、yyrr)与两对基因的杂合体(YyRr)各位于一对角线上，如下左图:

一对基因的杂合体以纯合体对角线为轴而对称，见上右图: c.九种基因型可作如下规律性的排列(用F2中两对基因组合方式及比率相乘的方法得出如下结果)，每种基因型前的系数即为其比例数，见下表:

第四篇：高一英语必修3单词表

Unit 1

take place 发生 beauty n.美；美人

harvest n.& vt.& vi.收获；收割 celebration n.庆祝；祝贺 hunter n.狩猎者；猎人

starve vi.& vt.(使)饿死；饿得要死 origin n.起源；由来；起因

religious adj.宗教上的；信奉宗教的；虔诚的 △seasonal adj.季节的；季节性的 ancestor n.祖先；祖宗 △ Obon n.（日本）盂兰盆节 △ grave n.坟墓；墓地 △ incense n.熏香；熏香的烟 in memory of 纪念；追念

Mexico n.墨西哥（拉丁美洲国家）feast n.节日；盛宴 △skull n.头脑；头骨 bone n.骨；骨头

△Halloween n.万圣节前夕；诸圣日前夕 belief n.信任；信心；信仰 dress up 盛装；打扮；装饰 trick n.诡计；恶作剧；窍门

vt.欺骗；诈骗

play a trick on 搞恶作剧；诈骗；开玩笑 poet n.诗人

△Columbus Day 哥伦布日 arrival n.到来；到达；到达者

△Christopher Columbus 克利斯朵夫•哥伦布（意大利航海家）gain vt.获得；得到

independence n.独立；自主 independent adj.独立的；自主的 gather vt.& vi.& n.搜集；集合；聚集 agriculture n.农业；农艺；农学 agricultural

adj.农业的；农艺的

n.奖；奖品

vt.授予；判定

△produce n.产品；（尤指）农产品 rooster n.雄禽；公鸡

admire vt.赞美；钦佩；羡慕

energetic adj.充满活力的；精力充沛的；积极的 look forward to 期望；期待；盼望

△carnival n.狂欢节；（四旬斋前的）饮宴狂欢；嘉年华（会）△lunar adj.月的；月亮的；阴历的 Easter n.(耶稣)复活节 △parade n.游行；阅兵；检阅 day and night 日夜；昼夜；整天 clothing n.衣服

Christian n.基督徒；信徒

adj.基督教的；信基督教的 △ Jesus n.耶稣 △ cherry n.樱桃；樱桃树 △ blossom n.花

vt.开花 as though 好像 have fun with 玩得开心 custom习惯；风俗

worldwide adj.遍及全世界的；世界性的 △ rosebud n.玫瑰花蕾 fool n.愚人；白痴；受骗者 vt.干傻事；开玩笑 adj.傻的

△ necessity n.必要性；需要 permission n.许可；允许

△ prediction n.预言；预报；预告 △ fashion n.样子；方式；时尚 △ Trinidad n.特立尼达岛 △ Carla n.卡拉（女名）△ Hari n.哈利（男名）parking n.（汽车等）停放

parking lot 停车场

△Valentine’s Day n.圣瓦伦廷节；情人节 turn up 出现；到场

守信用；履行诺言 hold one’s breath 屏息；屏气 apologize vi.道歉；辩白 drown vt.& vi.淹没；溺死；淹死 sadness n.悲哀，悲伤

obvious adj.明显的；显而易见的 wipe vt.擦；揩；擦去

△ weave vt.& vi.(wove, woven)

（使）迂回 △ herd n.牧群；兽群 △ the Milky Way 银河 △ magpie n.喜鹊

weep vi.(wept, wept)哭泣；流泪

n.哭；哭泣

△announcer n.广播员；告知者；报幕员 set off 出发；动身；使爆炸 remind vt.提醒；使想起

remind … of … 使……想起…… forgive vt.(forgave, forgiven)原谅；饶恕

Unit 2

Diet n.日常饮食 vi.节食

△ spaghetti n.意大利式细面条 nut n.坚果；果仁

△ muscle n.肌肉；（食用）瘦肉 △ protective adj.给予保护的；保护的 bean n.豆；豆科植物 pea n.豌豆 cucumber n.黄瓜 eggplant n.茄子 pepper n.辣椒；辣椒粉 mushroom n.蘑菇 peach n.桃子 loemn 柠檬

balance vt.平衡；权衡

n.天平；平衡

balanced diet平衡膳食 barbecue vt.& n.烧烤；烤肉 mutton n.羊肉

△kebab

n.(印度)烤腌羊肉串；肉串上的肉块 roast adj.烤制的

vt.& vi.烤；烘；烘烤

△ stir vt.摇动；搅和 fry vt.& vi.油煎；油炸

stir-fry vt.用旺火炒（或煎、煸）ought v.aux.应当；应该 ought to 应当；应该 bacon n.熏咸肉；腊肉 △ cola n.可乐饮料 △ sugary adj.含糖的；甜的 △ sign n.牌示；标记；符号

lose weight 体重减轻；减肥 slim vi.变细；减肥 adj.苗条的；纤细的 curiosity n.好奇心

hostess n.女主人；女主持人 raw adj.生的；未加工的 vinegar n.醋

get away with 被放过；（做坏事）不受惩罚 lie n.谎话；谎言

vi.说谎

tell a lie 说谎

customer n.顾客；消费者 discount n.折扣

win … back 赢回；重新获得 weakness n.缺点；虚弱；弱点 strength n.强项；长处；力量 consult vt.咨询；请教；商量 fibre n.纤维；纤维制品 digest vi.& vt.消化

n.摘要；概要 △poisonous adj.有毒的 carrot n.胡萝卜 △scurvy n.坏血病

rickets n.佝偻病 △obesity n.过度肥胖 △vitamin n.维生素 △protein n.蛋白质 earn one’s living 谋生 debt n.债；债务

in debt 欠债

glare vi.怒目而视；闪耀

n.怒视；眩目的光 spy vi.& vt.窥探；秘密监视

n.间谍；侦探 spy on 暗中监视；侦查 limit vt.限制；限定

n.界限；限度

limited adj.有限的 benefit n.利益；好处

vt.& vi.有益于；有助于；受益 breast n.胸部；乳房 garlic n.大蒜 sigh vi.叹息；叹气 n.叹息；叹息声

combine vt.& vi.（使）联合；

（使）结合 cut down 削减；删节 before long 不久以后 put on weight 增加体重 △cooperation n.合作；协作

△ingredient n.（烹调用的）材料；原料；成分 △flavour n.（食物的）味道与气味；特性

Unit 3

△Mark Twain 马克•吐温

(美国作家)birthplace n.出生地；故乡

△Florida n.佛罗里达镇（位于密苏里州）

佛罗里达州（美国州名）bring up 抚养；培养；教育；提出

Hannibal n.汉尼拔（美国城市）△Missouri n.密苏里州（美国州名）

△Mississippi n.密西西比河；密西西比州（美国州名）novel n.小说；长篇故事

adj.新奇的；异常的 △boyhood n.少年时代 adventure n.奇遇；冒险

△Tom Sawyer n.汤姆•索亚（人名）△Huckleberry Finn 哈克贝利•费恩（人名）phrase n.短语；词组；惯用语 △fathom n.长度单位（六英尺）author n.著者；作家

△Samuel Langhorne Clemens 塞缪尔•兰霍恩•克莱门斯（人名）scene n.（戏剧）一场；现场；场面；景色 △narrator n.讲述者，叙述者 △Roderick n.罗德里克（男名）△Oliver n.奥利弗（男名）△bet n.赌；打赌

vt.& vt.打赌；赌钱

△make a bet 打赌

△penniless adj.贫困的；身无分文的 wander vi.漫游；漫步；漂泊 pavement n.人行道 businessman n.商人

permit vt.& vi.许可；允许；准许

n.通行证；许可证；执照 ahead adv.在前；向前；提前

go ahead 前进；（用于祈使句）可以；往下说 by accident 偶然；无意中；不小心 bay n.海湾

stare vi.凝视；盯着看

stare at 盯着看；凝视 △nightfall n.黄昏

fault n.过错；缺点；故障 spot vt.发现；认出 n.斑点；污点；地点

passage n.船费（包括食宿）；通道；

（一）段

unpaid adj.未付款的；不受报酬的 account vi.& vt.认为；说明；总计有

n.说明；理由；计算；帐目

account for 导致；做出解释 embassy n.大使馆；大使及其官员

seek vt.& vi.(sought, sought)寻找；探索；

寻求 patience n.耐性；忍耐 contrary n.反面；对立面

adj.相反的；相违的 on the contrary 与此相反；正相反 △charity n.慈善（团体）；施舍 envelope n.信封

unbelievable adj.难以置信的 △Horace n.霍勒斯（男名）

steak n.(供煎、烤的)肉块；鱼排；牛排

pineapple n.菠萝 dessert n.餐后甜点 amount n.数量 take a chance 冒险 rude adj.粗鲁的；无礼的 manner n.礼貌；举止；方式 scream vi.尖声叫

n.尖叫声；喊叫声 genuine adj.真的；真诚的

△issue vt.& vi.发行（钞票等）；发布（命令）；出版（杂志等）△fake n.假货；欺骗

adj.假的 rag n.破布；碎布

in rags 衣衫褴褛

indeed adv.真正地；确实；实在 as for 关于；至于 bow vi.& n.鞠躬；弯腰 barber n.理发师

Unit 4

astronomy n.天文学

astronomer n.天文学家 △solar adj.太阳的；日光的 system n.系统；体系；制度

solar system 太阳系 religion n.宗教；宗教信仰 theory n.学说；理论

△Big Bang 宇宙大爆炸；创世大爆炸 atom n.原子

billion pron.& n.& adj.<英>万亿；<美>十亿 globe n.球体；地球仪；地球

△global adj.全球性的；全世界的 violent adj.猛烈的；激烈的；强暴的 in time 及时；终于 carbon n.碳

△nitrogen n.氮

△vapour n.蒸气；水蒸气 atmosphere n.大气层；气氛 unlike prep.不同；不像 fundamental adj.基本的；基础的 △presence n.出席；到场；存在 △dissolve vt.& vi.溶解；解散 harmful adj.有害的 acid n.酸

chain n.链子；连锁；锁链 △reaction n.反应；回应 multiply vi.& vt.乘；增加 oxygen n.氧

△shellfish n.水生有壳动物

△amphibian n.两栖动物

△reptile n.爬行动物；爬虫 lay eggs 下蛋 △dinosaur n.恐龙 exist vi.存在；生存 △mammal n.哺乳动物 give birth to 产生；分娩 thus adv.因此；于是 in one’s turn 轮到某人；接着 dioxide n.二氧化物

二氧化碳

prevent...from 阻止；制止 puzzle n.谜；难题

vt.& vi.（使）迷惑；（使）为难 biology n.生物学

biologist n.生物学家 gravity n.万有引力；重力 satellite n.卫星；人造卫星 gentle adj.温和的；文雅的 △geologist n.地质学家 physicist n.物理学家 block out 挡住（光线）△extinct adj.灭绝的；绝种的 climate n.气候 △comet n.慧星

crash vi.& vt.碰撞；坠落 △Isaac Newton 艾萨克•牛顿

（英国科学家）

△Albert Einstein 陈尔伯特•爱因斯坦（德裔美国科学家）△Stephen Hawking 斯蒂芬•霍金（英国科学家）spaceship n.宇宙飞船

pull n.& vt.拉（力）；拖；牵引力 △lessen vi.& vt.减少；减轻 cheer up 感到高兴；感到振奋 float vi.& vt.（使）浮动；（使）漂浮

n.漂浮物

△weightlessly adv.失重地 △cabin n.小屋；船舱 mass n.质量；团；块；大量；

<复>群众

now that 既然

△get the hang of 熟悉；掌握；理解 break out 突发；爆发

△exhaust vt.用尽；耗尽；使精疲力尽 watch out 密切注视；当心；提防

Unit 5

multicultural adj.多种文化的 quiz 测验；问答比赛 Canadian n.加拿大人

adj.加拿大的；加拿大人的 △Vancouver n.温哥华（加拿大城市）△Toronto n.多伦多（加拿大城市）△Calgary n.卡尔加里（加拿大城市）△Ottawa n.渥太华（加拿大首都）△beaver n.海狸

△grizzly n.（北美洲）灰熊

adj.灰色的；有灰斑的 △polar adj.极地的；近极地的 △penguin n.企鹅

△prime adj.首要的；主要的；基本的 minister n.大臣；部长

prime minister 首相；丞相 △governor n.州长；总督 rather than 与其；不愿 continent n.洲；大陆 baggage n.行李 chat vi.& n.聊天；闲聊 scenery n.景色；风景 eastward adv.向东

adj.向东的；朝东的 westward adv.向西

adj.向西的；朝西上的 upward adv.向上地；上升的adj.上升的；向上的 surround vt.& vi.包围；围绕 △the Rocky Mountains 落基山脉 Harbour n.(=harbor)海港

measure vi.& vt.测量；衡量；判定

n.计量制；计量单位；措施

aborad prep.& adv.在船、飞机、火车或公共汽车上 settle down 定居；平静下来；专心于 manage to do 设法做 catch sight of 看见；瞥见 eagle n.鹰

stampede n.（美国西部或加拿大）

大西部赛马会 △cowboy n.牛仔；牧童 have a gift for 对……有天赋 within prep.在……之内 border n.边界；国界；边沿

vt.& vi.与……接壤；接近slight adj.轻微的；微小的 slightly adv.稍稍；轻微地 acre n.英亩

urban adj.城市的；市镇的 △Thunder Bay 桑德湾

△Lake Superior 苏必利尔湖 △location n.位置；地方

△the Vatican City Sate 梵蒂冈城国 topic n.话题

mix vt.& vi.混合；调配

mixture n.混合（物）；混合状态 bush n.灌木（丛）；矮树（丛）maple n.枫；枫树 frost n.霜；霜冻

confirm vt.证实；证明；批准 wealthy adj.富有的 distance n.距离；远方

in the distance 在远处 mist n.薄雾

misty adj.有薄雾的；模糊的 △Niagara n.尼亚加拉（河；瀑布）schoolmate n.同学；校友

booth n.公用电话间；货摊；售货亭 downtown adj.市区的adv.在市区；往市区 △pearl n.珍珠

△Cantonese n.& adj.广东人（的）；广州人（的）；广东话（的）approximately adv.接近；大约 dawn n.黎明；拂晓；破晓

△workplace n.工作场所；工作地点 buffet n.自助餐；饮食柜台

broad adj.宽阔的；广泛的 △St Lawrence River 圣劳伦斯河 nearby adv.在附近

adj.附近的；邻近的 tradition n.传统；风俗 terrify vt.使恐怖；恐吓

terrified adj.恐惧的；受惊吓的 pleased adj.欣喜的；高兴的；愉快的 impress vt.使印象深刻；使铭记 impressive adj.给人深刻印象的；感人的

第五篇：高一英语必修3第一单元阅读教案

Teaching plan

Unit one reading

Festivals and Celebrations

Teacher:张国瑞

1.教材分析

本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本课的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；最后创建学生自己的节日。

2.教学目标：

1)知识目标：

A.学习掌握一些常用的描绘节日的词句和表达法，如：honor the dead, harvest, origins, in memory of, dress up, the coming of spring, religious and social festival, etc.Some festivals are held to …

It is celebrated on … // between … and … // from … to … B.帮助学生了解国内外一些节日的历史缘由和庆祝方式。2)能力目标: A.培养学生把握文章脉络和进行多种阅读的能力。B.使得学生能够简单地谈论节日和庆典。3)情感目标: A.通过了解各国典型节日的庆祝方式，帮助学生设定出自己的节日。B.通过展开小组活动，指导学生相互学习，相互合作，培养其团队精神。

3.教学重点:

培养学生的阅读策略以及获取信息的方法，能完成所设置的相关阅读和写作任务，提高学生运用语言的综合能力。

4.教学难点:

如何使学生积极参与课堂，有效完成课堂学习任务 5.教学方法:

A.单独阅读

B.集体讨论

C.合作学习6.教学过程: Step I: Revision

通过检查布置的有关节日的作业，为导入新课作一些铺垫。

Step II: Lead-in

通过让学生说一些节日的名字顺利导入新课。

Step III: Analysis

引导学生对文章脉络分析，从而从整体上把我全文。

Step IV: Fast-reading

a.对第一部分阅读大概了解文章要说的内容。

b.第二部分较长，通过分组分段的方式降低阅读的难度。c.对第三部分阅读掌握人们庆祝节日的原因。

Step V: Careful-reading 通过上面的阅读学生已经大概了解了文章，所以在这一部分让学生先听录音再完成相关的练习，在了解文章细节的同时可以纠正自己的发音。

Step VI: Summary 通过填空的方式让学生对文章进行总结，再次加强学生对文章的细节的了解。

Step VII: Activity 通过分组讨论让学生设置自己的节日，激发学生兴趣及加强其对节日深层次的理解。

Step VIII: Homework 布置作业让学生做好下节课的预习及这节课的巩固和拓展。

7.板书设计: Festivals and celebrations part 1 → para.1

origins part 2 → para.2-para.5

festivals part 3 → para.6

reasons